103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB3156 Introduced 2/6/2024, by Sen. Adriane Johnson SYNOPSIS AS INTRODUCED: See Index Amends the School Code. In provisions concerning a comprehensive strategic plan, provides that the State Board of Education shall annually review the strategic plan, update the contents of the plan if necessary, and provide updates to the Governor and General Assembly (instead of requiring the plan to be updated and issued to the Governor and General Assembly). Makes changes concerning property tax relief pool grants and tuition for non-resident pupils. In provisions concerning hazardous materials training, provides that the State Board may identify in-service training programs to be used by school boards (instead of shall approve in-service training programs). In provisions concerning e-learning days, provides that a research-based program for e-learning days shall be verified annually before the implementation of any e-learning days in a school year (instead of requiring verification on or before September 1st annually); makes other changes. In provisions concerning school counseling services, provides that school counseling services shall (instead of may) be provided by school counselors and may be delivered through a comprehensive school counseling program; makes other changes. Makes changes concerning the reporting of firearms and drug-related incidents in schools, educator licensure, reenrolled students, and career and technical education. Amends the School Safety Drill Act. Makes changes concerning threat assessment team members, and fixes a typographical error. Amends the Vocational Education Act. Makes changes regarding the Gender Equity Advisory Committee. LRB103 36143 RJT 66235 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR 103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB3156 Introduced 2/6/2024, by Sen. Adriane Johnson SYNOPSIS AS INTRODUCED: See Index See Index Amends the School Code. In provisions concerning a comprehensive strategic plan, provides that the State Board of Education shall annually review the strategic plan, update the contents of the plan if necessary, and provide updates to the Governor and General Assembly (instead of requiring the plan to be updated and issued to the Governor and General Assembly). Makes changes concerning property tax relief pool grants and tuition for non-resident pupils. In provisions concerning hazardous materials training, provides that the State Board may identify in-service training programs to be used by school boards (instead of shall approve in-service training programs). In provisions concerning e-learning days, provides that a research-based program for e-learning days shall be verified annually before the implementation of any e-learning days in a school year (instead of requiring verification on or before September 1st annually); makes other changes. In provisions concerning school counseling services, provides that school counseling services shall (instead of may) be provided by school counselors and may be delivered through a comprehensive school counseling program; makes other changes. Makes changes concerning the reporting of firearms and drug-related incidents in schools, educator licensure, reenrolled students, and career and technical education. Amends the School Safety Drill Act. Makes changes concerning threat assessment team members, and fixes a typographical error. Amends the Vocational Education Act. Makes changes regarding the Gender Equity Advisory Committee. LRB103 36143 RJT 66235 b LRB103 36143 RJT 66235 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR
103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB3156 Introduced 2/6/2024, by Sen. Adriane Johnson SYNOPSIS AS INTRODUCED:
See Index See Index
See Index
Amends the School Code. In provisions concerning a comprehensive strategic plan, provides that the State Board of Education shall annually review the strategic plan, update the contents of the plan if necessary, and provide updates to the Governor and General Assembly (instead of requiring the plan to be updated and issued to the Governor and General Assembly). Makes changes concerning property tax relief pool grants and tuition for non-resident pupils. In provisions concerning hazardous materials training, provides that the State Board may identify in-service training programs to be used by school boards (instead of shall approve in-service training programs). In provisions concerning e-learning days, provides that a research-based program for e-learning days shall be verified annually before the implementation of any e-learning days in a school year (instead of requiring verification on or before September 1st annually); makes other changes. In provisions concerning school counseling services, provides that school counseling services shall (instead of may) be provided by school counselors and may be delivered through a comprehensive school counseling program; makes other changes. Makes changes concerning the reporting of firearms and drug-related incidents in schools, educator licensure, reenrolled students, and career and technical education. Amends the School Safety Drill Act. Makes changes concerning threat assessment team members, and fixes a typographical error. Amends the Vocational Education Act. Makes changes regarding the Gender Equity Advisory Committee.
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STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
A BILL FOR
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1 AN ACT concerning education.
2 Be it enacted by the People of the State of Illinois,
3 represented in the General Assembly:
4 Section 5. The School Code is amended by changing Sections
5 2-3.47a, 2-3.170, 10-20.12a, 10-20.17a, 10-20.56, 10-22.24b,
6 10-27.1A, 10-27.1B, 21B-45, 21B-50, 26-2, 27-22.2, and 34-8.05
7 as follows:
8 (105 ILCS 5/2-3.47a)
9 Sec. 2-3.47a. Strategic plan.
10 (a) The State Board of Education shall develop and
11 maintain a continuing comprehensive strategic plan for
12 elementary and secondary education. The strategic plan shall
13 address how the State Board of Education will focus its
14 efforts to increase equity in all Illinois schools and shall
15 include, without limitation, all of the following topic areas:
16 (1) Service and support to school districts to improve
17 student performance.
18 (2) Programs to improve equitable and strategic
19 resource allocation in all schools.
20 (3) Efforts to enhance the social-emotional well-being
21 of Illinois students.
22 (4) (Blank).
23 (5) (Blank).
103RD GENERAL ASSEMBLY State of Illinois 2023 and 2024 SB3156 Introduced 2/6/2024, by Sen. Adriane Johnson SYNOPSIS AS INTRODUCED:
See Index See Index
See Index
Amends the School Code. In provisions concerning a comprehensive strategic plan, provides that the State Board of Education shall annually review the strategic plan, update the contents of the plan if necessary, and provide updates to the Governor and General Assembly (instead of requiring the plan to be updated and issued to the Governor and General Assembly). Makes changes concerning property tax relief pool grants and tuition for non-resident pupils. In provisions concerning hazardous materials training, provides that the State Board may identify in-service training programs to be used by school boards (instead of shall approve in-service training programs). In provisions concerning e-learning days, provides that a research-based program for e-learning days shall be verified annually before the implementation of any e-learning days in a school year (instead of requiring verification on or before September 1st annually); makes other changes. In provisions concerning school counseling services, provides that school counseling services shall (instead of may) be provided by school counselors and may be delivered through a comprehensive school counseling program; makes other changes. Makes changes concerning the reporting of firearms and drug-related incidents in schools, educator licensure, reenrolled students, and career and technical education. Amends the School Safety Drill Act. Makes changes concerning threat assessment team members, and fixes a typographical error. Amends the Vocational Education Act. Makes changes regarding the Gender Equity Advisory Committee.
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LRB103 36143 RJT 66235 b
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
A BILL FOR
See Index
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1 (6) (Blank).
2 (7) (Blank).
3 (8) (Blank).
4 (9) (Blank).
5 (10) (Blank).
6 (11) (Blank).
7 (12) (Blank).
8 (13) (Blank).
9 (14) Attraction and retention of diverse and qualified
10 teachers and leaders.
11 (15) (Blank).
12 The State Board of Education shall consult with the
13 educational community, hold public hearings, and receive input
14 from all interested groups in drafting the strategic plan.
15 (b) To meet the requirements of this Section, the State
16 Board of Education shall issue to the Governor and General
17 Assembly a preliminary report within 6 months after the
18 effective date of this amendatory Act of the 93rd General
19 Assembly and a final 5-year strategic plan within one year
20 after the effective date of this amendatory Act of the 93rd
21 General Assembly. Thereafter, the State Board shall annually
22 review the strategic plan and, if necessary, update its
23 contents. The State Board shall provide updates regarding the
24 topic areas contained in the strategic plan and any updates to
25 its contents, if applicable, shall be updated and issued to
26 the Governor and General Assembly on or before July 1 of each
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1 year.
2 (Source: P.A. 102-539, eff. 8-20-21.)
3 (105 ILCS 5/2-3.170)
4 Sec. 2-3.170. Property tax relief pool grants.
5 (a) As used in this Section,
6 "EAV" means equalized assessed valuation as defined under
7 Section 18-8.15 of this Code.
8 "Property tax multiplier" equals one minus the square of
9 the school district's Local Capacity Percentage, as defined in
10 Section 18-8.15 of this Code.
11 "Local capacity percentage multiplier" means one minus the
12 school district's Local Capacity Percentage, as defined in
13 Section 18-8.15.
14 "State Board" means the State Board of Education.
15 (b) Subject to appropriation, the State Board shall
16 provide grants to eligible school districts that provide tax
17 relief to the school district's residents, which may be no
18 greater than 1% of EAV for a unit district, 0.69% of EAV for an
19 elementary school district, or 0.31% of EAV for a high school
20 district, as provided in this Section.
21 (b-5) School districts may apply for property tax relief
22 under this Section concurrently to setting their levy for the
23 fiscal year. The intended relief may not be greater than 1% of
24 the EAV for a unit district, 0.69% of the EAV for an elementary
25 school district, or 0.31% of the EAV for a high school
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1 district, multiplied by the school district's local capacity
2 percentage multiplier. The State Board shall process
3 applications for relief, providing a grant to those districts
4 with the highest adjusted operating tax rate, as determined by
5 those districts with the highest percentage of the simple
6 average adjusted operating tax rate of districts of the same
7 type, either elementary, high school, or unit, first, in an
8 amount equal to the intended relief multiplied by the property
9 tax multiplier. The State Board shall provide grants to school
10 districts in order of priority until the property tax relief
11 pool is exhausted. If more school districts apply for relief
12 under this subsection than there are funds available, the
13 State Board must distribute the grants and prorate any
14 remaining funds to the final school district that qualifies
15 for grant relief. The abatement amount for that district must
16 be equal to the grant amount divided by the property tax
17 multiplier.
18 If a school district receives the State Board's approval
19 of a grant under this Section by March 1 of the fiscal year,
20 the school district shall present a duly authorized and
21 approved abatement resolution by March 30 of the fiscal year
22 to the county clerk of each county in which the school files
23 its levy, authorizing the county clerk to lower the school
24 district's levy by the amount designated in its application to
25 the State Board. When the preceding requisites are satisfied,
26 the county clerk shall reduce the amount collected for the
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1 school district by the amount indicated in the school
2 district's abatement resolution for that fiscal year.
3 (c) (Blank).
4 (d) School districts seeking grants under this Section
5 shall apply to the State Board each year. All applications to
6 the State Board for grants shall include the amount of the tax
7 relief intended by the school district.
8 (e) Each year, based on the most recent available data
9 provided by school districts pursuant to Section 18-8.15 of
10 this Code, the State Board shall calculate the order of
11 priority for grant eligibility under subsection (b-5) and
12 publish a list of the school districts eligible for relief.
13 The State Board shall provide grants in the manner provided
14 under subsection (b-5).
15 (f) The State Board shall publish a final list of eligible
16 grant recipients and provide payment of the grants by March 1
17 of each year.
18 (g) If notice of eligibility from the State Board is
19 received by a school district by March 1, then by March 30, the
20 school district shall file an abatement of its property tax
21 levy in an amount equal to the grant received under this
22 Section divided by the property tax multiplier. Payment of all
23 grant amounts shall be made by June 1 each fiscal year. The
24 State Superintendent of Education shall establish the timeline
25 in such cases in which notice cannot be made by March 1.
26 (h) The total property tax relief allowable to a school
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1 district under this Section shall be calculated based on the
2 total amount of reduction in the school district's aggregate
3 extension. The total grant shall be equal to the reduction,
4 multiplied by the property tax multiplier. The reduction shall
5 be equal to 1% of a district's EAV for a unit school district,
6 0.69% for an elementary school district, or 0.31% for a high
7 school district, multiplied by the school district's local
8 capacity percentage multiplier.
9 (i) If the State Board does not expend all appropriations
10 allocated pursuant to this Section, then any remaining funds
11 shall be allocated pursuant to Section 18-8.15 of this Code.
12 (j) The State Board shall prioritize payments under
13 Section 18-8.15 of this Code over payments under this Section,
14 if necessary.
15 (k) Any grants received by a school district shall be
16 included in future calculations of that school district's Base
17 Funding Minimum under Section 18-8.15 of this Code. Beginning
18 with Fiscal Year 2020, if a school district receives a grant
19 under this Section, the school district must present to the
20 county clerk a duly authorized and approved abatement
21 resolution by March 30 for the year in which the school
22 district receives the grant and the successive fiscal year
23 following the receipt of the grant, authorizing the county
24 clerk to lower the school district's levy by the amount
25 designated in its original application to the State Board.
26 After receiving a resolution, the county clerk must reduce the
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1 amount collected for the school district by the amount
2 indicated in the school district's abatement resolution for
3 that fiscal year. If a school district does not abate in this
4 amount for the successive fiscal year, the grant amount may
5 not be included in the school district's Base Funding Minimum
6 under Section 18-8.15 in the fiscal year following the tax
7 year in which the abatement is not authorized and in any future
8 fiscal year thereafter, and the county clerk must notify the
9 State Board of the increase no later 30 days after it occurs.
10 (l) In the immediate 2 consecutive tax years following
11 receipt of a Property Tax Pool Relief Grant, the aggregate
12 extension base of any school district receiving a grant under
13 this Section, for purposes of the Property Tax Extension
14 Limitation Law, shall include the tax relief the school
15 district provided in the previous taxable year under this
16 Section.
17 (Source: P.A. 100-465, eff. 8-31-17; 100-582, eff. 3-23-18;
18 100-863, eff. 8-14-18; 101-17, eff. 6-14-19; 101-643, eff.
19 6-18-20.)
20 (105 ILCS 5/10-20.12a) (from Ch. 122, par. 10-20.12a)
21 Sec. 10-20.12a. Tuition for non-resident pupils.
22 (a) To charge non-resident pupils who attend the schools
23 of the district tuition in an amount not exceeding 110% of the
24 per capita cost of maintaining the schools of the district for
25 the preceding school year.
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1 Such per capita cost shall be computed by dividing the
2 total cost of conducting and maintaining the schools of the
3 district by the average daily attendance, including tuition
4 pupils. Depreciation on the buildings and equipment of the
5 schools of the district, and the amount of annual depreciation
6 on such buildings and equipment shall be dependent upon the
7 useful life of such property.
8 The tuition charged shall in no case exceed 110% of the per
9 capita cost of conducting and maintaining the schools of the
10 district attended, as determined with reference to the most
11 recent audit prepared under Section 3-7 which is available at
12 the commencement of the current school year. Non-resident
13 pupils attending the schools of the district for less than the
14 school term shall have their tuition apportioned, however
15 pupils who become non-resident during a school term shall not
16 be charged tuition for the remainder of the school term in
17 which they became non-resident pupils.
18 Notwithstanding the provisions of this Section, a school
19 district may adopt a policy to waive tuition costs for a
20 non-resident pupil who if the pupil is the a child of a
21 district employee if the district adopts a policy approving
22 such waiver. For purposes of this paragraph, "child" means a
23 district employee's child who is a biological child, adopted
24 child, foster child, stepchild, or a child for which the
25 employee serves as a legal guardian.
26 (b) Unless otherwise agreed to by the parties involved and
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1 where the educational services are not otherwise provided for,
2 educational services for an Illinois student under the age of
3 21 (and not eligible for services pursuant to Article 14 of
4 this Code) in any residential program shall be provided by the
5 district in which the facility is located and financed as
6 follows. The cost of educational services shall be paid by the
7 district in which the student resides in an amount equal to the
8 cost of providing educational services in the residential
9 facility. Payments shall be made by the district of the
10 student's residence and shall be made to the district wherein
11 the facility is located no less than once per month unless
12 otherwise agreed to by the parties.
13 The funding provision of this subsection (b) applies to
14 all Illinois students under the age of 21 (and not eligible for
15 services pursuant to Article 14 of this Code) receiving
16 educational services in residential facilities, irrespective
17 of whether the student was placed therein pursuant to this
18 Code or the Juvenile Court Act of 1987 or by an Illinois public
19 agency or a court. The changes to this subsection (b) made by
20 this amendatory Act of the 95th General Assembly apply to all
21 placements in effect on July 1, 2007 and all placements
22 thereafter. For purposes of this subsection (b), a student's
23 district of residence shall be determined in accordance with
24 subsection (a) of Section 10-20.12b of this Code. The
25 placement of a student in a residential facility shall not
26 affect the residency of the student. When a dispute arises
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1 over the determination of the district of residence under this
2 subsection (b), any person or entity, including without
3 limitation a school district or residential facility, may make
4 a written request for a residency decision to the State
5 Superintendent of Education, who, upon review of materials
6 submitted and any other items or information he or she may
7 request for submission, shall issue his or her decision in
8 writing. The decision of the State Superintendent of Education
9 is final.
10 (Source: P.A. 103-111, eff. 6-29-23.)
11 (105 ILCS 5/10-20.17a) (from Ch. 122, par. 10-20.17a)
12 Sec. 10-20.17a. Hazardous materials training. To enhance
13 the safety of pupils and staff by providing in-service
14 training programs on the safe handling and use of hazardous or
15 toxic materials for personnel in the district who work with
16 such materials on a regular basis. Such programs may shall be
17 identified approved by the State Board of Education, in
18 consultation with the Illinois Department of Public Health,
19 for use by school boards in implementing this Section.
20 (Source: P.A. 84-1294.)
21 (105 ILCS 5/10-20.56)
22 Sec. 10-20.56. E-learning days.
23 (a) The State Board of Education shall establish and
24 maintain, for implementation in school districts, a program
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1 for use of electronic-learning (e-learning) days, as described
2 in this Section. School districts may utilize a program
3 approved under this Section for use during remote learning
4 days and blended remote learning days under Section 10-30 or
5 34-18.66.
6 (b) The school board of a school district may, by
7 resolution, adopt a research-based program or research-based
8 programs for e-learning days district-wide that shall permit
9 student instruction to be received electronically while
10 students are not physically present in lieu of the district's
11 scheduled emergency days as required by Section 10-19 of this
12 Code or because a school was selected to be a polling place
13 under Section 11-4.1 of the Election Code. The research-based
14 program or programs may not exceed the minimum number of
15 emergency days in the approved school calendar and must be
16 verified annually by the regional office of education or
17 intermediate service center for the school district before the
18 implementation of any e-learning days in that school year on
19 or before September 1st annually to ensure access for all
20 students. The regional office of education or intermediate
21 service center shall ensure that the specific needs of all
22 students are met, including special education students and
23 English learners, and that all mandates are still met using
24 the proposed research-based program. The e-learning program
25 may utilize the Internet, telephones, texts, chat rooms, or
26 other similar means of electronic communication for
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1 instruction and interaction between teachers and students that
2 meet the needs of all learners. The e-learning program shall
3 address the school district's responsibility to ensure that
4 all teachers and staff who may be involved in the provision of
5 e-learning have access to any and all hardware and software
6 that may be required for the program. If a proposed program
7 does not address this responsibility, the school district must
8 propose an alternate program.
9 (c) Before its adoption by a school board, the school
10 board must hold a public hearing on a school district's
11 initial proposal for an e-learning program or for renewal of
12 such a program, at a regular or special meeting of the school
13 board, in which the terms of the proposal must be
14 substantially presented and an opportunity for allowing public
15 comments must be provided. Notice of such public hearing must
16 be provided at least 10 days prior to the hearing by:
17 (1) publication in a newspaper of general circulation
18 in the school district;
19 (2) written or electronic notice designed to reach the
20 parents or guardians of all students enrolled in the
21 school district; and
22 (3) written or electronic notice designed to reach any
23 exclusive collective bargaining representatives of school
24 district employees and all those employees not in a
25 collective bargaining unit.
26 (d) The regional office of education or intermediate
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1 service center for the school district must timely verify that
2 a proposal for an e-learning program has met the requirements
3 specified in this Section and that the proposal contains
4 provisions designed to reasonably and practicably accomplish
5 the following:
6 (1) to ensure and verify at least 5 clock hours of
7 instruction or school work, as required under Section
8 10-19.05, for each student participating in an e-learning
9 day;
10 (2) to ensure access from home or other appropriate
11 remote facility for all students participating, including
12 computers, the Internet, and other forms of electronic
13 communication that must be utilized in the proposed
14 program;
15 (2.5) to ensure that non-electronic materials are made
16 available to students participating in the program who do
17 not have access to the required technology or to
18 participating teachers or students who are prevented from
19 accessing the required technology;
20 (3) to ensure appropriate learning opportunities for
21 students with special needs;
22 (4) to monitor and verify each student's electronic
23 participation;
24 (5) to address the extent to which student
25 participation is within the student's control as to the
26 time, pace, and means of learning;
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1 (6) to provide effective notice to students and their
2 parents or guardians of the use of particular days for
3 e-learning;
4 (7) to provide staff and students with adequate
5 training for e-learning days' participation;
6 (8) to ensure an opportunity for any collective
7 bargaining negotiations with representatives of the school
8 district's employees that would be legally required,
9 including all classifications of school district employees
10 who are represented by collective bargaining agreements
11 and who would be affected in the event of an e-learning
12 day;
13 (9) to review and revise the program as implemented to
14 address difficulties confronted; and
15 (10) to ensure that the protocol regarding general
16 expectations and responsibilities of the program is
17 communicated to teachers, staff, and students at least 30
18 days prior to utilizing an e-learning day in a school
19 year.
20 The school board's approval of a school district's initial
21 e-learning program and renewal of the e-learning program shall
22 be for a term of 3 school years, beginning with the first
23 school year in which the program was approved and verified by
24 the regional office of education or intermediate service
25 center for the school district.
26 (d-5) A school district shall pay to its contractors who
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1 provide educational support services to the district,
2 including, but not limited to, custodial, transportation, or
3 food service providers, their daily, regular rate of pay or
4 billings rendered for any e-learning day that is used because
5 a school was selected to be a polling place under Section
6 11-4.1 of the Election Code, except that this requirement does
7 not apply to contractors who are paid under contracts that are
8 entered into, amended, or renewed on or after March 15, 2022 or
9 to contracts that otherwise address compensation for such
10 e-learning days.
11 (d-10) A school district shall pay to its employees who
12 provide educational support services to the district,
13 including, but not limited to, custodial employees, building
14 maintenance employees, transportation employees, food service
15 providers, classroom assistants, or administrative staff,
16 their daily, regular rate of pay and benefits rendered for any
17 school closure or e-learning day if the closure precludes them
18 from performing their regularly scheduled duties and the
19 employee would have reported for work but for the closure,
20 except this requirement does not apply if the day is
21 rescheduled and the employee will be paid their daily, regular
22 rate of pay and benefits for the rescheduled day when services
23 are rendered.
24 (d-15) A school district shall make full payment that
25 would have otherwise been paid to its contractors who provide
26 educational support services to the district, including, but
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1 not limited to, custodial, building maintenance,
2 transportation, food service providers, classroom assistants,
3 or administrative staff, their daily, regular rate of pay and
4 benefits rendered for any school closure or e-learning day if
5 any closure precludes them from performing their regularly
6 scheduled duties and employees would have reported for work
7 but for the closure. The employees who provide the support
8 services covered by such contracts shall be paid their daily
9 bid package rates and benefits as defined by their local
10 operating agreements or collective bargaining agreements,
11 except this requirement does not apply if the day is
12 rescheduled and the employee will be paid their daily, regular
13 rate of pay and benefits for the rescheduled day when services
14 are rendered.
15 (d-20) A school district shall make full payment or
16 reimbursement to an employee or contractor as specified in
17 subsection (d-10) or (d-15) of this Section for any school
18 closure or e-learning day in the 2021-2022 school year that
19 occurred prior to the effective date of this amendatory Act of
20 the 102nd General Assembly if the employee or contractor did
21 not receive pay or was required to use earned paid time off,
22 except this requirement does not apply if the day is
23 rescheduled and the employee will be paid their daily, regular
24 rate of pay and benefits for the rescheduled day when services
25 are rendered.
26 (e) The State Board of Education may adopt rules
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1 consistent with the provision of this Section.
2 (f) For purposes of subsections (d-10), (d-15), and (d-20)
3 of this Section:
4 "Employee" means anyone employed by a school district on
5 or after the effective date of this amendatory Act of the 102nd
6 General Assembly.
7 "School district" includes charter schools established
8 under Article 27A of this Code, but does not include the
9 Department of Juvenile Justice School District.
10 (Source: P.A. 101-12, eff. 7-1-19; 101-643, eff. 6-18-20;
11 102-584, eff. 6-1-22; 102-697, eff. 4-5-22.)
12 (105 ILCS 5/10-22.24b)
13 (Text of Section before amendment by P.A. 103-542)
14 Sec. 10-22.24b. School counseling services. School
15 counseling services in public schools shall may be provided by
16 school counselors, as defined in Section 10-22.24a of this
17 Code, or by individuals who hold a Professional Educator
18 License with a school support personnel endorsement in the
19 area of school counseling under Section 21B-25 of this Code.
20 School counseling services may be delivered through a
21 comprehensive school counseling program, which is a
22 standards-based, data-informed program designed to meet the
23 needs of all students in an educational setting through
24 instruction, small group support, and individualized
25 consultation. These needs may be met through all of the
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1 following include, but are not limited to:
2 (1) Providing services to all students and addressing
3 the knowledge and skills appropriate to their
4 developmental level through a collaborative model of
5 delivery involving the school counselor, classroom
6 teachers, and other appropriate education professionals
7 and including prevention and pre-referral activities.
8 (2) Presenting an annual agreement to the
9 administration, including a formal discussion of the
10 alignment of school and school counseling program missions
11 and goals and detailing specific school counselor
12 responsibilities.
13 (3) Abiding by all federal, State, and local student
14 privacy and parental notification laws, rules, and
15 policies.
16 (4) Identifying and implementing culturally sensitive
17 measures of success for student competencies in each of
18 the 3 domains of academic, social-emotional, and college
19 and career learning based on the planned and periodic
20 assessment of the school counseling program.
21 (5) Analyzing data and results of school counseling
22 program assessments, including curriculum, small-group,
23 and closing-the-gap results reports, and designing
24 strategies to continue to improve program effectiveness.
25 (6) Analyzing data and results of school counselor
26 competency assessments.
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1 (7) Following the American School Counselor
2 Association Ethical Standards for School Counselors to
3 demonstrate high standards of integrity, leadership, and
4 professionalism.
5 (8) Providing services only in areas in which the
6 school counselor has appropriate training or expertise, as
7 well as only providing counseling or consulting services
8 within the school counselor's employment to any student in
9 the school district or districts that employ the school
10 counselor, in accordance with professional ethics.
11 (9) Being involved with State and national
12 professional associations.
13 (10) Participating in the State-mandated training and
14 professional development needed to fulfill the
15 responsibilities of the job assignment.
16 (11) Using student competencies to assess student
17 growth and development and inform decisions regarding
18 strategies, activities, and services that help students
19 achieve at the highest academic level possible.
20 (12) Delivering information to students and teachers
21 within the school counseling curriculum on best practices
22 in mindsets and behaviors, such as learning strategies,
23 self-management skills, and social skills, and
24 metacognition skills that are critical to academic
25 success.
26 (13) Working to remove barriers to access and
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1 providing students with the opportunity for academic
2 challenge in the most rigorous coursework possible.
3 (14) Working with administrative staff, teachers, and
4 other school personnel to create a school environment that
5 encourages academic success and striving to one's
6 potential.
7 (15) Collaborating as a team member in multi-tiered
8 systems of support and other school initiatives.
9 (16) Assisting in the development of a personal
10 educational plan with each student.
11 (17) Assisting students with goal setting and
12 successful skills for classroom behavior, studying, test
13 preparation, internal motivation, and intrinsic rewards.
14 (18) Assisting stakeholders in interpreting
15 achievement test results and guiding students in
16 appropriate directions.
17 (19) Advocating for and providing input for students
18 during the federal Section 504 plan and individualized
19 education program process, but not as a coordinator of
20 these plans.
21 (20) Conducting observations and participating in
22 recommendations or interventions regarding the placement
23 of children in educational programs.
24 (21) Infusing the social-emotional learning standards,
25 as presented in the State Board of Education's learning
26 standards, across the curriculum and in the counselor's
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1 role in ways that empower and enable students to achieve
2 academic success across all grade levels.
3 (22) Providing college and career development
4 activities and counseling.
5 (23) Developing individual career plans with students
6 that include planning for post-secondary education, as
7 appropriate, and engaging in related and relevant career
8 and technical education coursework in high school.
9 (24) Assisting all students with a college or
10 post-secondary education plan, which must include a
11 discussion on all post-secondary education options,
12 including 4-year colleges or universities, community
13 colleges, and vocational schools, planning for
14 post-secondary education, as appropriate, and engaging in
15 related and relevant career and technical education
16 coursework in high school.
17 (25) Educating all students on scholarships, financial
18 aid, and preparation of the Free Application for Federal
19 Student Aid.
20 (26) Collaborating with institutions of higher
21 education and local community colleges so that students
22 understand post-secondary education options and are ready
23 to transition successfully.
24 (27) Providing information for all students in the
25 selection of courses that will lead to post-secondary
26 education opportunities toward a successful career.
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1 (28) Working as a culturally skilled professional who
2 acts sensitively to promote social justice and equity in a
3 pluralistic society.
4 (29) Providing individual and group counseling.
5 (30) Assisting with the referral process, if
6 necessary, to appropriate offices or outside agencies.
7 (31) Providing crisis intervention and contributing to
8 the development of a specific crisis plan within the
9 school setting, in collaboration with multiple
10 stakeholders.
11 (32) Providing counseling and other resources to
12 students who are in crisis.
13 (33) Addressing bullying and conflict resolution with
14 all students.
15 (34) Teaching communication skills and helping
16 students develop positive relationships.
17 (35) Using culturally sensitive skills in working with
18 all students to promote wellness.
19 (36) Providing families with opportunities for
20 education and counseling, as appropriate, in relation to
21 the student's educational assessment.
22 (37) Consulting and collaborating with teachers and
23 other school personnel regarding behavior management and
24 intervention plans and inclusion in support of students.
25 (38) Teaming and partnering with staff, parents,
26 businesses, and community organizations to support student
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1 achievement and social-emotional learning standards for
2 all students.
3 (39) Developing and implementing school-based
4 prevention programs, including, but not limited to,
5 mediation and violence prevention, implementing social and
6 emotional education programs and services, and
7 establishing and implementing bullying prevention and
8 intervention programs.
9 (40) Developing culturally sensitive assessment
10 instruments for measuring school counseling prevention and
11 intervention effectiveness and collecting, analyzing, and
12 interpreting data.
13 (41) Participating on school and district committees
14 to advocate for student programs and resources, as well as
15 establishing a school counseling advisory council that
16 includes representatives of key stakeholders selected to
17 review and advise on the implementation of the school
18 counseling program.
19 (42) Acting as a liaison between the public schools
20 and community resources and building relationships with
21 important stakeholders, such as families, administrators,
22 teachers, and school board members.
23 (1) designing and delivering a comprehensive school
24 counseling program that promotes student achievement and
25 wellness;
26 (2) incorporating the common core language into the
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1 school counselor's work and role;
2 (3) school counselors working as culturally skilled
3 professionals who act sensitively to promote social
4 justice and equity in a pluralistic society;
5 (4) providing individual and group counseling;
6 (5) providing a core counseling curriculum that serves
7 all students and addresses the knowledge and skills
8 appropriate to their developmental level through a
9 collaborative model of delivery involving the school
10 counselor, classroom teachers, and other appropriate
11 education professionals, and including prevention and
12 pre-referral activities;
13 (6) making referrals when necessary to appropriate
14 offices or outside agencies;
15 (7) providing college and career development
16 activities and counseling;
17 (8) developing individual career plans with students,
18 which includes planning for post-secondary education, as
19 appropriate, and engaging in related and relevant career
20 and technical education coursework in high school as
21 described in paragraph (55);
22 (9) assisting all students with a college or
23 post-secondary education plan, which must include a
24 discussion on all post-secondary education options,
25 including 4-year colleges or universities, community
26 colleges, and vocational schools, and includes planning
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1 for post-secondary education, as appropriate, and engaging
2 in related and relevant career and technical education
3 coursework in high school as described in paragraph (55);
4 (10) intentionally addressing the career and college
5 needs of first generation students;
6 (11) educating all students on scholarships, financial
7 aid, and preparation of the Federal Application for
8 Federal Student Aid;
9 (12) collaborating with institutions of higher
10 education and local community colleges so that students
11 understand post-secondary education options and are ready
12 to transition successfully;
13 (13) providing crisis intervention and contributing to
14 the development of a specific crisis plan within the
15 school setting in collaboration with multiple
16 stakeholders;
17 (14) educating students, teachers, and parents on
18 anxiety, depression, cutting, and suicide issues and
19 intervening with students who present with these issues;
20 (15) providing counseling and other resources to
21 students who are in crisis;
22 (16) providing resources for those students who do not
23 have access to mental health services;
24 (17) addressing bullying and conflict resolution with
25 all students;
26 (18) teaching communication skills and helping
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1 students develop positive relationships;
2 (19) using culturally sensitive skills in working with
3 all students to promote wellness;
4 (20) addressing the needs of undocumented students in
5 the school, as well as students who are legally in the
6 United States, but whose parents are undocumented;
7 (21) contributing to a student's functional behavioral
8 assessment, as well as assisting in the development of
9 non-aversive behavioral intervention strategies;
10 (22) (i) assisting students in need of special
11 education services by implementing the academic supports
12 and social-emotional and college or career development
13 counseling services or interventions per a student's
14 individualized education program (IEP); (ii) participating
15 in or contributing to a student's IEP and completing a
16 social-developmental history; or (iii) providing services
17 to a student with a disability under the student's IEP or
18 federal Section 504 plan, as recommended by the student's
19 IEP team or Section 504 plan team and in compliance with
20 federal and State laws and rules governing the provision
21 of educational and related services and school-based
22 accommodations to students with disabilities and the
23 qualifications of school personnel to provide such
24 services and accommodations;
25 (23) assisting in the development of a personal
26 educational plan with each student;
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1 (24) educating students on dual credit and learning
2 opportunities on the Internet;
3 (25) providing information for all students in the
4 selection of courses that will lead to post-secondary
5 education opportunities toward a successful career;
6 (26) interpreting achievement test results and guiding
7 students in appropriate directions;
8 (27) counseling with students, families, and teachers,
9 in compliance with federal and State laws;
10 (28) providing families with opportunities for
11 education and counseling as appropriate in relation to the
12 student's educational assessment;
13 (29) consulting and collaborating with teachers and
14 other school personnel regarding behavior management and
15 intervention plans and inclusion in support of students;
16 (30) teaming and partnering with staff, parents,
17 businesses, and community organizations to support student
18 achievement and social-emotional learning standards for
19 all students;
20 (31) developing and implementing school-based
21 prevention programs, including, but not limited to,
22 mediation and violence prevention, implementing social and
23 emotional education programs and services, and
24 establishing and implementing bullying prevention and
25 intervention programs;
26 (32) developing culturally sensitive assessment
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1 instruments for measuring school counseling prevention and
2 intervention effectiveness and collecting, analyzing, and
3 interpreting data;
4 (33) participating on school and district committees
5 to advocate for student programs and resources, as well as
6 establishing a school counseling advisory council that
7 includes representatives of key stakeholders selected to
8 review and advise on the implementation of the school
9 counseling program;
10 (34) acting as a liaison between the public schools
11 and community resources and building relationships with
12 important stakeholders, such as families, administrators,
13 teachers, and board members;
14 (35) maintaining organized, clear, and useful records
15 in a confidential manner consistent with Section 5 of the
16 Illinois School Student Records Act, the Family
17 Educational Rights and Privacy Act, and the Health
18 Insurance Portability and Accountability Act;
19 (36) presenting an annual agreement to the
20 administration, including a formal discussion of the
21 alignment of school and school counseling program missions
22 and goals and detailing specific school counselor
23 responsibilities;
24 (37) identifying and implementing culturally sensitive
25 measures of success for student competencies in each of
26 the 3 domains of academic, social and emotional, and
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1 college and career learning based on planned and periodic
2 assessment of the comprehensive developmental school
3 counseling program;
4 (38) collaborating as a team member in Response to
5 Intervention (RtI) and other school initiatives;
6 (39) conducting observations and participating in
7 recommendations or interventions regarding the placement
8 of children in educational programs or special education
9 classes;
10 (40) analyzing data and results of school counseling
11 program assessments, including curriculum, small-group,
12 and closing-the-gap results reports, and designing
13 strategies to continue to improve program effectiveness;
14 (41) analyzing data and results of school counselor
15 competency assessments;
16 (42) following American School Counselor Association
17 Ethical Standards for School Counselors to demonstrate
18 high standards of integrity, leadership, and
19 professionalism;
20 (43) knowing and embracing common core standards by
21 using common core language;
22 (44) practicing as a culturally skilled school
23 counselor by infusing the multicultural competencies
24 within the role of the school counselor, including the
25 practice of culturally sensitive attitudes and beliefs,
26 knowledge, and skills;
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1 (45) infusing the Social-Emotional Standards, as
2 presented in the State Board of Education standards,
3 across the curriculum and in the counselor's role in ways
4 that empower and enable students to achieve academic
5 success across all grade levels;
6 (46) providing services only in areas in which the
7 school counselor has appropriate training or expertise, as
8 well as only providing counseling or consulting services
9 within his or her employment to any student in the
10 district or districts which employ such school counselor,
11 in accordance with professional ethics;
12 (47) having adequate training in supervision knowledge
13 and skills in order to supervise school counseling interns
14 enrolled in graduate school counselor preparation programs
15 that meet the standards established by the State Board of
16 Education;
17 (48) being involved with State and national
18 professional associations;
19 (49) participating, at least once every 2 years, in an
20 in-service training program for school counselors
21 conducted by persons with expertise in domestic and sexual
22 violence and the needs of expectant and parenting youth,
23 which shall include training concerning (i) communicating
24 with and listening to youth victims of domestic or sexual
25 violence and expectant and parenting youth, (ii)
26 connecting youth victims of domestic or sexual violence
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1 and expectant and parenting youth to appropriate in-school
2 services and other agencies, programs, and services as
3 needed, and (iii) implementing the school district's
4 policies, procedures, and protocols with regard to such
5 youth, including confidentiality; at a minimum, school
6 personnel must be trained to understand, provide
7 information and referrals, and address issues pertaining
8 to youth who are parents, expectant parents, or victims of
9 domestic or sexual violence;
10 (50) participating, at least every 2 years, in an
11 in-service training program for school counselors
12 conducted by persons with expertise in anaphylactic
13 reactions and management;
14 (51) participating, at least once every 2 years, in an
15 in-service training on educator ethics, teacher-student
16 conduct, and school employee-student conduct for all
17 personnel;
18 (52) participating, in addition to other topics at
19 in-service training programs, in training to identify the
20 warning signs of mental illness and suicidal behavior in
21 adolescents and teenagers and learning appropriate
22 intervention and referral techniques;
23 (53) obtaining training to have a basic knowledge of
24 matters relating to acquired immunodeficiency syndrome
25 (AIDS), including the nature of the disease, its causes
26 and effects, the means of detecting it and preventing its
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1 transmission, and the availability of appropriate sources
2 of counseling and referral and any other information that
3 may be appropriate considering the age and grade level of
4 the pupils; the school board shall supervise such training
5 and the State Board of Education and the Department of
6 Public Health shall jointly develop standards for such
7 training;
8 (54) participating in mandates from the State Board of
9 Education for bullying education and social-emotional
10 literacy; and
11 (55) promoting career and technical education by
12 assisting each student to determine an appropriate
13 postsecondary plan based upon the student's skills,
14 strengths, and goals and assisting the student to
15 implement the best practices that improve career or
16 workforce readiness after high school.
17 School districts may employ a sufficient number of school
18 counselors to maintain the national and State recommended
19 student-counselor ratio of 250 to 1. School districts may have
20 school counselors spend at least 80% of his or her work time in
21 direct contact with students.
22 Nothing in this Section prohibits other qualified
23 professionals, including other endorsed school support
24 personnel, from providing the services listed in this Section.
25 (Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23.)
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1 (Text of Section after amendment by P.A. 103-542)
2 Sec. 10-22.24b. School counseling services. School
3 counseling services in public schools shall may be provided by
4 school counselors, as defined in Section 10-22.24a of this
5 Code, or by individuals who hold a Professional Educator
6 License with a school support personnel endorsement in the
7 area of school counseling under Section 21B-25 of this Code.
8 School counseling services may be delivered through a
9 comprehensive school counseling program, which is a
10 standards-based, data-informed program designed to meet the
11 needs of all students in an educational setting through
12 instruction, small group support, and individualized
13 consultation. These needs may be met through all of the
14 following include, but are not limited to:
15 (1) Providing services to all students and addressing
16 the knowledge and skills appropriate to their
17 developmental level through a collaborative model of
18 delivery involving the school counselor, classroom
19 teachers, and other appropriate education professionals
20 and including prevention and pre-referral activities.
21 (2) Presenting an annual agreement to the
22 administration, including a formal discussion of the
23 alignment of school and school counseling program missions
24 and goals and detailing specific school counselor
25 responsibilities.
26 (3) Abiding by all federal, State, and local student
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1 privacy and parental notification laws, rules, and
2 policies.
3 (4) Identifying and implementing culturally sensitive
4 measures of success for student competencies in each of
5 the 3 domains of academic, social-emotional, and college
6 and career learning based on the planned and periodic
7 assessment of the school counseling program.
8 (5) Analyzing data and results of school counseling
9 program assessments, including curriculum, small-group,
10 and closing-the-gap results reports, and designing
11 strategies to continue to improve program effectiveness.
12 (6) Analyzing data and results of school counselor
13 competency assessments.
14 (7) Following the American School Counselor
15 Association Ethical Standards for School Counselors to
16 demonstrate high standards of integrity, leadership, and
17 professionalism.
18 (8) Providing services only in areas in which the
19 school counselor has appropriate training or expertise, as
20 well as only providing counseling or consulting services
21 within the school counselor's employment to any student in
22 the school district or districts that employ the school
23 counselor, in accordance with professional ethics.
24 (9) Being involved with State and national
25 professional associations.
26 (10) Participating in the State-mandated training and
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1 professional development needed to fulfill the
2 responsibilities of the job assignment.
3 (11) Using student competencies to assess student
4 growth and development and inform decisions regarding
5 strategies, activities, and services that help students
6 achieve at the highest academic level possible.
7 (12) Delivering information to students and teachers
8 within the school counseling curriculum on best practices
9 in mindsets and behaviors, such as learning strategies,
10 self-management skills, and social skills, and
11 metacognition skills that are critical to academic
12 success.
13 (13) Working to remove barriers to access and
14 providing students with the opportunity for academic
15 challenge in the most rigorous coursework possible.
16 (14) Working with administrative staff, teachers, and
17 other school personnel to create a school environment that
18 encourages academic success and striving to one's
19 potential.
20 (15) Collaborating as a team member in multi-tiered
21 systems of support and other school initiatives.
22 (16) Assisting in the development of a personal
23 educational plan with each student.
24 (17) Assisting students with goal setting and
25 successful skills for classroom behavior, studying, test
26 preparation, internal motivation, and intrinsic rewards.
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1 (18) Assisting stakeholders in interpreting
2 achievement test results and guiding students in
3 appropriate directions.
4 (19) Advocating for and providing input for students
5 during the federal Section 504 plan and individualized
6 education program process, but not as a coordinator of
7 these plans.
8 (20) Conducting observations and participating in
9 recommendations or interventions regarding the placement
10 of children in educational programs.
11 (21) Infusing the social-emotional learning standards,
12 as presented in the State Board of Education's learning
13 standards, across the curriculum and in the counselor's
14 role in ways that empower and enable students to achieve
15 academic success across all grade levels.
16 (22) Providing college and career development
17 activities and counseling.
18 (23) Developing individual career plans with students
19 that include planning for post-secondary education, as
20 appropriate, and engaging in related and relevant career
21 and technical education coursework in high school.
22 (24) Assisting all students with a college or
23 post-secondary education plan, which must include a
24 discussion on all post-secondary education options,
25 including 4-year colleges or universities, community
26 colleges, and vocational schools, planning for
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1 post-secondary education, as appropriate, and engaging in
2 related and relevant career and technical education
3 coursework in high school.
4 (25) Educating all students on scholarships, financial
5 aid, and preparation of the Free Application for Federal
6 Student Aid.
7 (26) Collaborating with institutions of higher
8 education and local community colleges so that students
9 understand post-secondary education options and are ready
10 to transition successfully.
11 (27) Providing information for all students in the
12 selection of courses that will lead to post-secondary
13 education opportunities toward a successful career.
14 (28) Working as a culturally skilled professional who
15 acts sensitively to promote social justice and equity in a
16 pluralistic society.
17 (29) Providing individual and group counseling.
18 (30) Assisting with the referral process, if
19 necessary, to appropriate offices or outside agencies.
20 (31) Providing crisis intervention and contributing to
21 the development of a specific crisis plan within the
22 school setting, in collaboration with multiple
23 stakeholders.
24 (32) Providing counseling and other resources to
25 students who are in crisis.
26 (33) Addressing bullying and conflict resolution with
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1 all students.
2 (34) Teaching communication skills and helping
3 students develop positive relationships.
4 (35) Using culturally sensitive skills in working with
5 all students to promote wellness.
6 (36) Providing families with opportunities for
7 education and counseling, as appropriate, in relation to
8 the student's educational assessment.
9 (37) Consulting and collaborating with teachers and
10 other school personnel regarding behavior management and
11 intervention plans and inclusion in support of students.
12 (38) Teaming and partnering with staff, parents,
13 businesses, and community organizations to support student
14 achievement and social-emotional learning standards for
15 all students.
16 (39) Developing and implementing school-based
17 prevention programs, including, but not limited to,
18 mediation and violence prevention, implementing social and
19 emotional education programs and services, and
20 establishing and implementing bullying prevention and
21 intervention programs.
22 (40) Developing culturally sensitive assessment
23 instruments for measuring school counseling prevention and
24 intervention effectiveness and collecting, analyzing, and
25 interpreting data.
26 (41) Participating on school and district committees
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1 to advocate for student programs and resources, as well as
2 establishing a school counseling advisory council that
3 includes representatives of key stakeholders selected to
4 review and advise on the implementation of the school
5 counseling program.
6 (42) Acting as a liaison between the public schools
7 and community resources and building relationships with
8 important stakeholders, such as families, administrators,
9 teachers, and school board members.
10 (1) designing and delivering a comprehensive school
11 counseling program that promotes student achievement and
12 wellness;
13 (2) incorporating the common core language into the
14 school counselor's work and role;
15 (3) school counselors working as culturally skilled
16 professionals who act sensitively to promote social
17 justice and equity in a pluralistic society;
18 (4) providing individual and group counseling;
19 (5) providing a core counseling curriculum that serves
20 all students and addresses the knowledge and skills
21 appropriate to their developmental level through a
22 collaborative model of delivery involving the school
23 counselor, classroom teachers, and other appropriate
24 education professionals, and including prevention and
25 pre-referral activities;
26 (6) making referrals when necessary to appropriate
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1 offices or outside agencies;
2 (7) providing college and career development
3 activities and counseling;
4 (8) developing individual career plans with students,
5 which includes planning for post-secondary education, as
6 appropriate, and engaging in related and relevant career
7 and technical education coursework in high school as
8 described in paragraph (55);
9 (9) assisting all students with a college or
10 post-secondary education plan, which must include a
11 discussion on all post-secondary education options,
12 including 4-year colleges or universities, community
13 colleges, and vocational schools, and includes planning
14 for post-secondary education, as appropriate, and engaging
15 in related and relevant career and technical education
16 coursework in high school as described in paragraph (55);
17 (10) intentionally addressing the career and college
18 needs of first generation students;
19 (11) educating all students on scholarships, financial
20 aid, and preparation of the Federal Application for
21 Federal Student Aid;
22 (12) collaborating with institutions of higher
23 education and local community colleges so that students
24 understand post-secondary education options and are ready
25 to transition successfully;
26 (13) providing crisis intervention and contributing to
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1 the development of a specific crisis plan within the
2 school setting in collaboration with multiple
3 stakeholders;
4 (14) educating students, teachers, and parents on
5 anxiety, depression, cutting, and suicide issues and
6 intervening with students who present with these issues;
7 (15) providing counseling and other resources to
8 students who are in crisis;
9 (16) providing resources for those students who do not
10 have access to mental health services;
11 (17) addressing bullying and conflict resolution with
12 all students;
13 (18) teaching communication skills and helping
14 students develop positive relationships;
15 (19) using culturally sensitive skills in working with
16 all students to promote wellness;
17 (20) addressing the needs of undocumented students in
18 the school, as well as students who are legally in the
19 United States, but whose parents are undocumented;
20 (21) contributing to a student's functional behavioral
21 assessment, as well as assisting in the development of
22 non-aversive behavioral intervention strategies;
23 (22) (i) assisting students in need of special
24 education services by implementing the academic supports
25 and social-emotional and college or career development
26 counseling services or interventions per a student's
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1 individualized education program (IEP); (ii) participating
2 in or contributing to a student's IEP and completing a
3 social-developmental history; or (iii) providing services
4 to a student with a disability under the student's IEP or
5 federal Section 504 plan, as recommended by the student's
6 IEP team or Section 504 plan team and in compliance with
7 federal and State laws and rules governing the provision
8 of educational and related services and school-based
9 accommodations to students with disabilities and the
10 qualifications of school personnel to provide such
11 services and accommodations;
12 (23) assisting in the development of a personal
13 educational plan with each student;
14 (24) educating students on dual credit and learning
15 opportunities on the Internet;
16 (25) providing information for all students in the
17 selection of courses that will lead to post-secondary
18 education opportunities toward a successful career;
19 (26) interpreting achievement test results and guiding
20 students in appropriate directions;
21 (27) counseling with students, families, and teachers,
22 in compliance with federal and State laws;
23 (28) providing families with opportunities for
24 education and counseling as appropriate in relation to the
25 student's educational assessment;
26 (29) consulting and collaborating with teachers and
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1 other school personnel regarding behavior management and
2 intervention plans and inclusion in support of students;
3 (30) teaming and partnering with staff, parents,
4 businesses, and community organizations to support student
5 achievement and social-emotional learning standards for
6 all students;
7 (31) developing and implementing school-based
8 prevention programs, including, but not limited to,
9 mediation and violence prevention, implementing social and
10 emotional education programs and services, and
11 establishing and implementing bullying prevention and
12 intervention programs;
13 (32) developing culturally sensitive assessment
14 instruments for measuring school counseling prevention and
15 intervention effectiveness and collecting, analyzing, and
16 interpreting data;
17 (33) participating on school and district committees
18 to advocate for student programs and resources, as well as
19 establishing a school counseling advisory council that
20 includes representatives of key stakeholders selected to
21 review and advise on the implementation of the school
22 counseling program;
23 (34) acting as a liaison between the public schools
24 and community resources and building relationships with
25 important stakeholders, such as families, administrators,
26 teachers, and board members;
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1 (35) maintaining organized, clear, and useful records
2 in a confidential manner consistent with Section 5 of the
3 Illinois School Student Records Act, the Family
4 Educational Rights and Privacy Act, and the Health
5 Insurance Portability and Accountability Act;
6 (36) presenting an annual agreement to the
7 administration, including a formal discussion of the
8 alignment of school and school counseling program missions
9 and goals and detailing specific school counselor
10 responsibilities;
11 (37) identifying and implementing culturally sensitive
12 measures of success for student competencies in each of
13 the 3 domains of academic, social and emotional, and
14 college and career learning based on planned and periodic
15 assessment of the comprehensive developmental school
16 counseling program;
17 (38) collaborating as a team member in Response to
18 Intervention (RtI) and other school initiatives;
19 (39) conducting observations and participating in
20 recommendations or interventions regarding the placement
21 of children in educational programs or special education
22 classes;
23 (40) analyzing data and results of school counseling
24 program assessments, including curriculum, small-group,
25 and closing-the-gap results reports, and designing
26 strategies to continue to improve program effectiveness;
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1 (41) analyzing data and results of school counselor
2 competency assessments;
3 (42) following American School Counselor Association
4 Ethical Standards for School Counselors to demonstrate
5 high standards of integrity, leadership, and
6 professionalism;
7 (43) knowing and embracing common core standards by
8 using common core language;
9 (44) practicing as a culturally skilled school
10 counselor by infusing the multicultural competencies
11 within the role of the school counselor, including the
12 practice of culturally sensitive attitudes and beliefs,
13 knowledge, and skills;
14 (45) infusing the Social-Emotional Standards, as
15 presented in the State Board of Education standards,
16 across the curriculum and in the counselor's role in ways
17 that empower and enable students to achieve academic
18 success across all grade levels;
19 (46) providing services only in areas in which the
20 school counselor has appropriate training or expertise, as
21 well as only providing counseling or consulting services
22 within his or her employment to any student in the
23 district or districts which employ such school counselor,
24 in accordance with professional ethics;
25 (47) having adequate training in supervision knowledge
26 and skills in order to supervise school counseling interns
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1 enrolled in graduate school counselor preparation programs
2 that meet the standards established by the State Board of
3 Education;
4 (48) being involved with State and national
5 professional associations;
6 (49) complete the required training as outlined in
7 Section 10-22.39;
8 (50) (blank);
9 (51) (blank);
10 (52) (blank);
11 (53) (blank);
12 (54) participating in mandates from the State Board of
13 Education for bullying education and social-emotional
14 literacy; and
15 (55) promoting career and technical education by
16 assisting each student to determine an appropriate
17 postsecondary plan based upon the student's skills,
18 strengths, and goals and assisting the student to
19 implement the best practices that improve career or
20 workforce readiness after high school.
21 School districts may employ a sufficient number of school
22 counselors to maintain the national and State recommended
23 student-counselor ratio of 250 to 1. School districts may have
24 school counselors spend at least 80% of his or her work time in
25 direct contact with students.
26 Nothing in this Section prohibits other qualified
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1 professionals, including other endorsed school support
2 personnel, from providing the services listed in this Section.
3 (Source: P.A. 102-876, eff. 1-1-23; 103-154, eff. 6-30-23;
4 103-542, eff. 7-1-24 (see Section 905 of P.A. 103-563 for
5 effective date of P.A. 103-542.)
6 (105 ILCS 5/10-27.1A)
7 Sec. 10-27.1A. Firearms in schools.
8 (a) All school officials, including teachers, school
9 counselors, and support staff, shall immediately notify the
10 office of the principal in the event that they observe any
11 person in possession of a firearm on school grounds; provided
12 that taking such immediate action to notify the office of the
13 principal would not immediately endanger the health, safety,
14 or welfare of students who are under the direct supervision of
15 the school official or the school official. If the health,
16 safety, or welfare of students under the direct supervision of
17 the school official or of the school official is immediately
18 endangered, the school official shall notify the office of the
19 principal as soon as the students under his or her supervision
20 and he or she are no longer under immediate danger. A report is
21 not required by this Section when the school official knows
22 that the person in possession of the firearm is a law
23 enforcement official engaged in the conduct of his or her
24 official duties. Any school official acting in good faith who
25 makes such a report under this Section shall have immunity
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1 from any civil or criminal liability that might otherwise be
2 incurred as a result of making the report. The identity of the
3 school official making such report shall not be disclosed
4 except as expressly and specifically authorized by law.
5 Knowingly and willfully failing to comply with this Section is
6 a petty offense. A second or subsequent offense is a Class C
7 misdemeanor.
8 (b) Upon receiving a report from any school official
9 pursuant to this Section, or from any other person, the
10 principal or his or her designee shall immediately notify a
11 local law enforcement agency. If the person found to be in
12 possession of a firearm on school grounds is a student, the
13 principal or his or her designee shall also immediately notify
14 that student's parent or guardian. Any principal or his or her
15 designee acting in good faith who makes such reports under
16 this Section shall have immunity from any civil or criminal
17 liability that might otherwise be incurred or imposed as a
18 result of making the reports. Knowingly and willfully failing
19 to comply with this Section is a petty offense. A second or
20 subsequent offense is a Class C misdemeanor. If the person
21 found to be in possession of the firearm on school grounds is a
22 minor, the law enforcement agency shall detain that minor
23 until such time as the agency makes a determination pursuant
24 to clause (a) of subsection (1) of Section 5-401 of the
25 Juvenile Court Act of 1987, as to whether the agency
26 reasonably believes that the minor is delinquent. If the law
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1 enforcement agency determines that probable cause exists to
2 believe that the minor committed a violation of item (4) of
3 subsection (a) of Section 24-1 of the Criminal Code of 2012
4 while on school grounds, the agency shall detain the minor for
5 processing pursuant to Section 5-407 of the Juvenile Court Act
6 of 1987.
7 (c) Upon receipt of any written, electronic, or verbal
8 report from any school personnel regarding a verified incident
9 involving a firearm in a school or on school owned or leased
10 property, including any conveyance owned, leased, or used by
11 the school for the transport of students or school personnel,
12 the superintendent or his or her designee shall report all
13 such firearm-related incidents occurring in a school or on
14 school property to (i) the local law enforcement authorities
15 immediately, who shall report to the Illinois State Police in
16 a form, manner, and frequency as prescribed by the Illinois
17 State Police, and (ii) the State Board of Education through
18 existing school incident data reporting systems by no later
19 than August 1 for the preceding school year.
20 The State Board of Education shall receive an annual
21 statistical compilation and related data associated with
22 incidents involving firearms in schools from the Illinois
23 State Police. The State Board of Education shall compile the
24 this information it receives under this subsection (c) and
25 Section 34-8.05 by school district and make it available to
26 the public.
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1 by school district and make it available to the public.
2 (d) As used in this Section, the term "firearm" shall have
3 the meaning ascribed to it in Section 1.1 of the Firearm Owners
4 Identification Card Act.
5 As used in this Section, the term "school" means any
6 public or private elementary or secondary school.
7 As used in this Section, the term "school grounds"
8 includes the real property comprising any school, any
9 conveyance owned, leased, or contracted by a school to
10 transport students to or from school or a school-related
11 activity, or any public way within 1,000 feet of the real
12 property comprising any school.
13 (Source: P.A. 102-197, eff. 7-30-21; 102-538, eff. 8-20-21;
14 102-813, eff. 5-13-22; 103-34, eff. 6-9-23.)
15 (105 ILCS 5/10-27.1B)
16 Sec. 10-27.1B. Reporting drug-related incidents in
17 schools.
18 (a) In this Section:
19 "Drug" means "cannabis" as defined under subsection (a) of
20 Section 3 of the Cannabis Control Act, "narcotic drug" as
21 defined under subsection (aa) of Section 102 of the Illinois
22 Controlled Substances Act, or "methamphetamine" as defined
23 under Section 10 of the Methamphetamine Control and Community
24 Protection Act.
25 "School" means any public or private elementary or
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1 secondary school.
2 (b) Upon receipt of any written, electronic, or verbal
3 report from any school personnel regarding a verified incident
4 involving drugs in a school or on school owned or leased
5 property, including any conveyance owned, leased, or used by
6 the school for the transport of students or school personnel,
7 the superintendent or his or her designee, or other
8 appropriate administrative officer for a private school, shall
9 report all such drug-related incidents occurring in a school
10 or on school property to (i) the local law enforcement
11 authorities immediately, (ii) and to the Illinois State Police
12 in a form, manner, and frequency as prescribed by the Illinois
13 State Police, and (iii) the State Board of Education through
14 existing school incident data reporting systems by no later
15 than August 1 for the preceding school year.
16 (c) The State Board of Education shall receive an annual
17 statistical compilation and related data associated with
18 drug-related incidents in schools from the Illinois State
19 Police. The State Board of Education shall compile the this
20 information it receives under subsection (b) by school
21 district and make it available to the public.
22 (Source: P.A. 102-538, eff. 8-20-21.)
23 (105 ILCS 5/21B-45)
24 Sec. 21B-45. Professional Educator License renewal.
25 (a) Individuals holding a Professional Educator License
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1 are required to complete the licensure renewal requirements as
2 specified in this Section, unless otherwise provided in this
3 Code.
4 Individuals holding a Professional Educator License shall
5 meet the renewal requirements set forth in this Section,
6 unless otherwise provided in this Code. If an individual holds
7 a license endorsed in more than one area that has different
8 renewal requirements, that individual shall follow the renewal
9 requirements for the position for which he or she spends the
10 majority of his or her time working.
11 (b) All Professional Educator Licenses not renewed as
12 provided in this Section shall lapse on September 1 of that
13 year. Notwithstanding any other provisions of this Section, if
14 a license holder's electronic mail address is available, the
15 State Board of Education shall send him or her notification
16 electronically that his or her license will lapse if not
17 renewed, to be sent no more than 6 months prior to the license
18 lapsing. Lapsed licenses may be immediately reinstated upon
19 (i) payment to the State Board of Education by the applicant of
20 a $50 penalty or (ii) the demonstration of proficiency by
21 completing 9 semester hours of coursework from a regionally
22 accredited institution of higher education in the content area
23 that most aligns with one or more of the educator's
24 endorsement areas. Any and all back fees, including without
25 limitation registration fees owed from the time of expiration
26 of the license until the date of reinstatement, shall be paid
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1 and kept in accordance with the provisions in Article 3 of this
2 Code concerning an institute fund and the provisions in
3 Article 21B of this Code concerning fees and requirements for
4 registration. Licenses not registered in accordance with
5 Section 21B-40 of this Code shall lapse after a period of 6
6 months from the expiration of the last year of registration or
7 on January 1 of the fiscal year following initial issuance of
8 the license. An unregistered license is invalid after
9 September 1 for employment and performance of services in an
10 Illinois public or State-operated school or cooperative and in
11 a charter school. Any license or endorsement may be
12 voluntarily surrendered by the license holder. A voluntarily
13 surrendered license shall be treated as a revoked license. An
14 Educator License with Stipulations with only a
15 paraprofessional endorsement does not lapse.
16 (c) From July 1, 2013 through June 30, 2014, in order to
17 satisfy the requirements for licensure renewal provided for in
18 this Section, each professional educator licensee with an
19 administrative endorsement who is working in a position
20 requiring such endorsement shall complete one Illinois
21 Administrators' Academy course, as described in Article 2 of
22 this Code, per fiscal year.
23 (c-5) All licenses issued by the State Board of Education
24 under this Article that expire on June 30, 2020 and have not
25 been renewed by the end of the 2020 renewal period shall be
26 extended for one year and shall expire on June 30, 2021.
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1 (d) Beginning July 1, 2014, in order to satisfy the
2 requirements for licensure renewal provided for in this
3 Section, each professional educator licensee may create a
4 professional development plan each year. The plan shall
5 address one or more of the endorsements that are required of
6 his or her educator position if the licensee is employed and
7 performing services in an Illinois public or State-operated
8 school or cooperative. If the licensee is employed in a
9 charter school, the plan shall address that endorsement or
10 those endorsements most closely related to his or her educator
11 position. Licensees employed and performing services in any
12 other Illinois schools may participate in the renewal
13 requirements by adhering to the same process.
14 Except as otherwise provided in this Section, the
15 licensee's professional development activities shall align
16 with one or more of the following criteria:
17 (1) activities are of a type that engages participants
18 over a sustained period of time allowing for analysis,
19 discovery, and application as they relate to student
20 learning, social or emotional achievement, or well-being;
21 (2) professional development aligns to the licensee's
22 performance;
23 (3) outcomes for the activities must relate to student
24 growth or district improvement;
25 (4) activities align to State-approved standards; and
26 (5) higher education coursework.
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1 (e) For each renewal cycle, each professional educator
2 licensee shall engage in professional development activities.
3 Prior to renewal, the licensee shall enter electronically into
4 the Educator Licensure Information System (ELIS) the name,
5 date, and location of the activity, the number of professional
6 development hours, and the provider's name. The following
7 provisions shall apply concerning professional development
8 activities:
9 (1) Each licensee shall complete a total of 120 hours
10 of professional development per 5-year renewal cycle in
11 order to renew the license, except as otherwise provided
12 in this Section.
13 (2) Beginning with his or her first full 5-year cycle,
14 any licensee with an administrative endorsement who is not
15 working in a position requiring such endorsement is not
16 required to complete Illinois Administrators' Academy
17 courses, as described in Article 2 of this Code. Such
18 licensees must complete one Illinois Administrators'
19 Academy course within one year after returning to a
20 position that requires the administrative endorsement.
21 (3) Any licensee with an administrative endorsement
22 who is working in a position requiring such endorsement or
23 an individual with a Teacher Leader endorsement serving in
24 an administrative capacity at least 50% of the day shall
25 complete one Illinois Administrators' Academy course, as
26 described in Article 2 of this Code, each fiscal year in
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1 addition to 100 hours of professional development per
2 5-year renewal cycle in accordance with this Code.
3 However, for the 2021-2022 school year only, a licensee
4 under this paragraph (3) is not required to complete an
5 Illinois Administrators' Academy course.
6 (4) Any licensee holding a current National Board for
7 Professional Teaching Standards (NBPTS) master teacher
8 designation shall complete a total of 60 hours of
9 professional development per 5-year renewal cycle in order
10 to renew the license.
11 (5) Licensees working in a position that does not
12 require educator licensure or working in a position for
13 less than 50% for any particular year are considered to be
14 exempt and shall be required to pay only the registration
15 fee in order to renew and maintain the validity of the
16 license.
17 (6) Licensees who are retired and qualify for benefits
18 from a State of Illinois retirement system shall be listed
19 as retired, and the license shall be maintained in retired
20 status. For any renewal cycle in which a licensee retires
21 during the renewal cycle, the licensee must complete
22 professional development activities on a prorated basis
23 depending on the number of years during the renewal cycle
24 the educator held an active license. If a licensee retires
25 during a renewal cycle, the license status must be updated
26 using ELIS indicating that the licensee wishes to maintain
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1 the license in retired status and the licensee must show
2 proof of completion of professional development activities
3 on a prorated basis for all years of that renewal cycle for
4 which the license was active. An individual with a license
5 in retired status shall not be required to complete
6 professional development activities until returning to a
7 position that requires educator licensure. Upon returning
8 to work in a position that requires the Professional
9 Educator License, the license status shall immediately be
10 updated using ELIS and the licensee shall complete renewal
11 requirements for that year. A retired teacher, even if
12 returning to a position that requires educator licensure,
13 shall not be required to pay registration fees. A license
14 in retired status cannot lapse. Beginning on January 6,
15 2017 (the effective date of Public Act 99-920) through
16 December 31, 2017, any licensee who has retired and whose
17 license has lapsed for failure to renew as provided in
18 this Section may reinstate that license and maintain it in
19 retired status upon providing proof to the State Board of
20 Education using ELIS that the licensee is retired and is
21 not working in a position that requires a Professional
22 Educator License.
23 (7) For any renewal cycle in which professional
24 development hours were required, but not fulfilled, the
25 licensee shall complete any missed hours to total the
26 minimum professional development hours required in this
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1 Section prior to September 1 of that year. Professional
2 development hours used to fulfill the minimum required
3 hours for a renewal cycle may be used for only one renewal
4 cycle. For any fiscal year or renewal cycle in which an
5 Illinois Administrators' Academy course was required but
6 not completed, the licensee shall complete any missed
7 Illinois Administrators' Academy courses prior to
8 September 1 of that year. The licensee may complete all
9 deficient hours and Illinois Administrators' Academy
10 courses while continuing to work in a position that
11 requires that license until September 1 of that year.
12 (8) Any licensee who has not fulfilled the
13 professional development renewal requirements set forth in
14 this Section at the end of any 5-year renewal cycle is
15 ineligible to register his or her license and may submit
16 an appeal to the State Superintendent of Education for
17 reinstatement of the license.
18 (9) If professional development opportunities were
19 unavailable to a licensee, proof that opportunities were
20 unavailable and request for an extension of time beyond
21 August 31 to complete the renewal requirements may be
22 submitted from April 1 through June 30 of that year to the
23 State Educator Preparation and Licensure Board. If an
24 extension is approved, the license shall remain valid
25 during the extension period.
26 (10) Individuals who hold exempt licenses prior to
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1 December 27, 2013 (the effective date of Public Act
2 98-610) shall commence the annual renewal process with the
3 first scheduled registration due after December 27, 2013
4 (the effective date of Public Act 98-610).
5 (11) Notwithstanding any other provision of this
6 subsection (e), if a licensee earns more than the required
7 number of professional development hours during a renewal
8 cycle, then the licensee may carry over any hours earned
9 from April 1 through June 30 of the last year of the
10 renewal cycle. Any hours carried over in this manner must
11 be applied to the next renewal cycle. Illinois
12 Administrators' Academy courses or hours earned in those
13 courses may not be carried over.
14 (e-5) The number of professional development hours
15 required under subsection (e) is reduced by 20% for any
16 renewal cycle that includes the 2021-2022 school year.
17 (f) At the time of renewal, each licensee shall respond to
18 the required questions under penalty of perjury.
19 (f-5) The State Board of Education shall conduct random
20 audits of licensees to verify a licensee's fulfillment of the
21 professional development hours required under this Section.
22 Upon completion of a random audit, if it is determined by the
23 State Board of Education that the licensee did not complete
24 the required number of professional development hours or did
25 not provide sufficient proof of completion, the licensee shall
26 be notified that his or her license has lapsed. A license that
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1 has lapsed under this subsection may be reinstated as provided
2 in subsection (b).
3 (g) The following entities shall be designated as approved
4 to provide professional development activities for the renewal
5 of Professional Educator Licenses:
6 (1) The State Board of Education.
7 (2) Regional offices of education and intermediate
8 service centers.
9 (3) Illinois professional associations representing
10 the following groups that are approved by the State
11 Superintendent of Education:
12 (A) school administrators;
13 (B) principals;
14 (C) school business officials;
15 (D) teachers, including special education
16 teachers;
17 (E) school boards;
18 (F) school districts;
19 (G) parents; and
20 (H) school service personnel.
21 (4) Regionally accredited institutions of higher
22 education that offer Illinois-approved educator
23 preparation programs and public community colleges subject
24 to the Public Community College Act.
25 (5) Illinois public school districts, charter schools
26 authorized under Article 27A of this Code, and joint
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1 educational programs authorized under Article 10 of this
2 Code for the purposes of providing career and technical
3 education or special education services.
4 (6) A not-for-profit organization that, as of December
5 31, 2014 (the effective date of Public Act 98-1147), has
6 had or has a grant from or a contract with the State Board
7 of Education to provide professional development services
8 in the area of English Learning to Illinois school
9 districts, teachers, or administrators.
10 (7) State agencies, State boards, and State
11 commissions.
12 (8) Museums as defined in Section 10 of the Museum
13 Disposition of Property Act.
14 (h) Approved providers under subsection (g) of this
15 Section shall make available professional development
16 opportunities that satisfy at least one of the following:
17 (1) increase the knowledge and skills of school and
18 district leaders who guide continuous professional
19 development;
20 (2) improve the learning of students;
21 (3) organize adults into learning communities whose
22 goals are aligned with those of the school and district;
23 (4) deepen educator's content knowledge;
24 (5) provide educators with research-based
25 instructional strategies to assist students in meeting
26 rigorous academic standards;
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1 (6) prepare educators to appropriately use various
2 types of classroom assessments;
3 (7) use learning strategies appropriate to the
4 intended goals;
5 (8) provide educators with the knowledge and skills to
6 collaborate;
7 (9) prepare educators to apply research to decision
8 making;
9 (10) provide educators with training on inclusive
10 practices in the classroom that examines instructional and
11 behavioral strategies that improve academic and
12 social-emotional outcomes for all students, with or
13 without disabilities, in a general education setting; or
14 (11) beginning on July 1, 2022, provide educators with
15 training on the physical and mental health needs of
16 students, student safety, educator ethics, professional
17 conduct, and other topics that address the well-being of
18 students and improve the academic and social-emotional
19 outcomes of students.
20 (i) Approved providers under subsection (g) of this
21 Section shall do the following:
22 (1) align professional development activities to the
23 State-approved national standards for professional
24 learning;
25 (2) meet the professional development criteria for
26 Illinois licensure renewal;
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1 (3) produce a rationale for the activity that explains
2 how it aligns to State standards and identify the
3 assessment for determining the expected impact on student
4 learning or school improvement;
5 (4) maintain original documentation for completion of
6 activities;
7 (5) provide license holders with evidence of
8 completion of activities;
9 (6) request an Illinois Educator Identification Number
10 (IEIN) for each educator during each professional
11 development activity; and
12 (7) beginning on July 1, 2019, register annually with
13 the State Board of Education prior to offering any
14 professional development opportunities in the current
15 fiscal year.
16 (j) The State Board of Education shall conduct annual
17 audits of a subset of approved providers, except for school
18 districts, which shall be audited by regional offices of
19 education and intermediate service centers. The State Board of
20 Education shall ensure that each approved provider, except for
21 a school district, is audited at least once every 5 years. The
22 State Board of Education may conduct more frequent audits of
23 providers if evidence suggests the requirements of this
24 Section or administrative rules are not being met.
25 (1) (Blank).
26 (2) Approved providers shall comply with the
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1 requirements in subsections (h) and (i) of this Section by
2 annually submitting data to the State Board of Education
3 demonstrating how the professional development activities
4 impacted one or more of the following:
5 (A) educator and student growth in regards to
6 content knowledge or skills, or both;
7 (B) educator and student social and emotional
8 growth; or
9 (C) alignment to district or school improvement
10 plans.
11 (3) The State Superintendent of Education shall review
12 the annual data collected by the State Board of Education,
13 regional offices of education, and intermediate service
14 centers in audits conducted under this subsection (j) to
15 determine if the approved provider has met the criteria
16 and should continue to be an approved provider or if
17 further action should be taken as provided in rules.
18 (k) Registration fees shall be paid for the next renewal
19 cycle between April 1 and June 30 in the last year of each
20 5-year renewal cycle using ELIS. If all required professional
21 development hours for the renewal cycle have been completed
22 and entered by the licensee, the licensee shall pay the
23 registration fees for the next cycle using a form of credit or
24 debit card.
25 (l) Any professional educator licensee endorsed for school
26 support personnel who is employed and performing services in
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1 Illinois public schools and who holds an active and current
2 professional license issued by the Department of Financial and
3 Professional Regulation or a national certification board, as
4 approved by the State Board of Education, related to the
5 endorsement areas on the Professional Educator License shall
6 be deemed to have satisfied the continuing professional
7 development requirements provided for in this Section. Such
8 individuals shall be required to pay only registration fees to
9 renew the Professional Educator License. An individual who
10 does not hold a license issued by the Department of Financial
11 and Professional Regulation shall complete professional
12 development requirements for the renewal of a Professional
13 Educator License provided for in this Section.
14 (m) Appeals to the State Educator Preparation and
15 Licensure Board must be made within 30 days after receipt of
16 notice from the State Superintendent of Education that a
17 license will not be renewed based upon failure to complete the
18 requirements of this Section. A licensee may appeal that
19 decision to the State Educator Preparation and Licensure Board
20 in a manner prescribed by rule.
21 (1) Each appeal shall state the reasons why the State
22 Superintendent's decision should be reversed and shall be
23 sent by certified mail, return receipt requested, to the
24 State Board of Education.
25 (2) The State Educator Preparation and Licensure Board
26 shall review each appeal regarding renewal of a license
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1 within 90 days after receiving the appeal in order to
2 determine whether the licensee has met the requirements of
3 this Section. The State Educator Preparation and Licensure
4 Board may hold an appeal hearing or may make its
5 determination based upon the record of review, which shall
6 consist of the following:
7 (A) the regional superintendent of education's
8 rationale for recommending nonrenewal of the license,
9 if applicable;
10 (B) any evidence submitted to the State
11 Superintendent along with the individual's electronic
12 statement of assurance for renewal; and
13 (C) the State Superintendent's rationale for
14 nonrenewal of the license.
15 (3) The State Educator Preparation and Licensure Board
16 shall notify the licensee of its decision regarding
17 license renewal by certified mail, return receipt
18 requested, no later than 30 days after reaching a
19 decision. Upon receipt of notification of renewal, the
20 licensee, using ELIS, shall pay the applicable
21 registration fee for the next cycle using a form of credit
22 or debit card.
23 (n) The State Board of Education may adopt rules as may be
24 necessary to implement this Section.
25 (Source: P.A. 102-676, eff. 12-3-21; 102-710, eff. 4-27-22;
26 102-730, eff. 5-6-22; 102-852, eff. 5-13-22; 103-154, eff.
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1 6-30-23.)
2 (105 ILCS 5/21B-50)
3 Sec. 21B-50. Alternative Educator Licensure Program for
4 Teachers.
5 (a) There is established an alternative educator licensure
6 program, to be known as the Alternative Educator Licensure
7 Program for Teachers.
8 (b) The Alternative Educator Licensure Program for
9 Teachers may be offered by a recognized institution approved
10 to offer educator preparation programs by the State Board of
11 Education, in consultation with the State Educator Preparation
12 and Licensure Board.
13 The program shall be comprised of up to 3 phases:
14 (1) A course of study that at a minimum includes
15 instructional planning; instructional strategies,
16 including special education, reading, and English language
17 learning; classroom management; and the assessment of
18 students and use of data to drive instruction.
19 (2) A year of residency, which is a candidate's
20 assignment to a full-time teaching position or as a
21 co-teacher for one full school year. An individual must
22 hold an Educator License with Stipulations with an
23 alternative provisional educator endorsement in order to
24 enter the residency. In residency, the candidate must: be
25 assigned an effective, fully licensed teacher by the
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1 principal or principal equivalent to act as a mentor and
2 coach the candidate through residency, complete additional
3 program requirements that address required State and
4 national standards, pass the State Board's teacher
5 performance assessment, if required under Section 21B-30,
6 and be recommended by the principal or qualified
7 equivalent of a principal, as required under subsection
8 (d) of this Section, and the program coordinator to be
9 recommended for full licensure or to continue with a
10 second year of the residency.
11 (3) (Blank).
12 (4) A comprehensive assessment of the candidate's
13 teaching effectiveness, as evaluated by the principal or
14 qualified equivalent of a principal, as required under
15 subsection (d) of this Section, and the program
16 coordinator, at the end of either the first or the second
17 year of residency. If there is disagreement between the 2
18 evaluators about the candidate's teaching effectiveness at
19 the end of the first year of residency, a second year of
20 residency shall be required. If there is disagreement
21 between the 2 evaluators at the end of the second year of
22 residency, the candidate may complete one additional year
23 of residency teaching under a professional development
24 plan developed by the principal or qualified equivalent
25 and the preparation program. At the completion of the
26 third year, a candidate must have positive evaluations and
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1 a recommendation for full licensure from both the
2 principal or qualified equivalent and the program
3 coordinator or no Professional Educator License shall be
4 issued.
5 Successful completion of the program shall be deemed to
6 satisfy any other practice or student teaching and content
7 matter requirements established by law.
8 (c) An alternative provisional educator endorsement on an
9 Educator License with Stipulations is valid for up to 2 years
10 of teaching in the public schools, including without
11 limitation a preschool educational program under Section
12 2-3.71 of this Code or charter school, or in a
13 State-recognized nonpublic school in which the chief
14 administrator is required to have the licensure necessary to
15 be a principal in a public school in this State and in which a
16 majority of the teachers are required to have the licensure
17 necessary to be instructors in a public school in this State,
18 but may be renewed for a third year if needed to complete the
19 Alternative Educator Licensure Program for Teachers. The
20 endorsement shall be issued only once to an individual who
21 meets all of the following requirements:
22 (1) Has graduated from a regionally accredited college
23 or university with a bachelor's degree or higher.
24 (2) (Blank).
25 (3) Has completed a major in the content area if
26 seeking a middle or secondary level endorsement or, if
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1 seeking an early childhood, elementary, or special
2 education endorsement, has completed a major in the
3 content area of early childhood reading, English/language
4 arts, mathematics, or one of the sciences. If the
5 individual does not have a major in a content area for any
6 level of teaching, he or she must submit transcripts to
7 the State Board of Education to be reviewed for
8 equivalency.
9 (4) Has successfully completed phase (1) of subsection
10 (b) of this Section.
11 (5) Has passed a content area test required for the
12 specific endorsement for admission into the program, as
13 required under Section 21B-30 of this Code.
14 A candidate possessing the alternative provisional
15 educator endorsement may receive a salary, benefits, and any
16 other terms of employment offered to teachers in the school
17 who are members of an exclusive bargaining representative, if
18 any, but a school is not required to provide these benefits
19 during the years of residency if the candidate is serving only
20 as a co-teacher. If the candidate is serving as the teacher of
21 record, the candidate must receive a salary, benefits, and any
22 other terms of employment. Residency experiences must not be
23 counted towards tenure.
24 (d) The recognized institution offering the Alternative
25 Educator Licensure Program for Teachers must partner with a
26 school district, including without limitation a preschool
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1 educational program under Section 2-3.71 of this Code or
2 charter school, or a State-recognized, nonpublic school in
3 this State in which the chief administrator is required to
4 have the licensure necessary to be a principal in a public
5 school in this State and in which a majority of the teachers
6 are required to have the licensure necessary to be instructors
7 in a public school in this State. A recognized institution
8 that partners with a public school district administering a
9 preschool educational program under Section 2-3.71 of this
10 Code must require a principal to recommend or evaluate
11 candidates in the program. A recognized institution that
12 partners with an eligible entity administering a preschool
13 educational program under Section 2-3.71 of this Code and that
14 is not a public school district must require a principal or
15 qualified equivalent of a principal to recommend or evaluate
16 candidates in the program. The program presented for approval
17 by the State Board of Education must demonstrate the supports
18 that are to be provided to assist the provisional teacher
19 during the one-year 1-year or 2-year residency period and if
20 the residency period is to be less than 2 years in length,
21 assurances from the partner school districts to provide
22 intensive mentoring and supports through at least the end of
23 the second full year of teaching for educators who completed
24 the Alternative Educator Educators Licensure Program for
25 Teachers in less than 2 years. These supports must, at a
26 minimum, provide additional contact hours with mentors during
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1 the first year of residency.
2 (e) Upon completion of phases under paragraphs (1), (2),
3 (4), and, if needed, (3) in subsection (b) of this Section and
4 all assessments required under Section 21B-30 of this Code, an
5 individual shall receive a Professional Educator License.
6 (f) The State Board of Education, in consultation with the
7 State Educator Preparation and Licensure Board, may adopt such
8 rules as may be necessary to establish and implement the
9 Alternative Educator Licensure Program for Teachers.
10 (Source: P.A. 103-111, eff. 6-29-23; 103-488, eff. 8-4-23;
11 revised 9-1-23.)
12 (105 ILCS 5/26-2) (from Ch. 122, par. 26-2)
13 Sec. 26-2. Enrolled pupils not of compulsory school age.
14 (a) Any person having custody or control of a child who is
15 below the age of 6 years or is 17 years of age or above and who
16 is enrolled in any of grades kindergarten through 12 in the
17 public school shall cause the child to attend the public
18 school in the district wherein he or she resides when it is in
19 session during the regular school term, unless the child is
20 excused under Section 26-1 of this Code.
21 (b) A school district shall deny reenrollment in its
22 secondary schools to any child 19 years of age or above who has
23 dropped out of school and who could not, because of age and
24 lack of credits, attend classes during the normal school year
25 and graduate before his or her twenty-first birthday. A
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1 district may, however, enroll the child in a graduation
2 incentives program under Section 26-16 of this Code or an
3 alternative learning opportunities program established under
4 Article 13B. No child shall be denied reenrollment for the
5 above reasons unless the school district first offers the
6 child due process as required in cases of expulsion under
7 Section 10-22.6. If a child is denied reenrollment after being
8 provided with due process, the school district must provide
9 counseling to that child and must direct that child to
10 alternative educational programs, including adult education
11 programs, that lead to graduation or receipt of a State of
12 Illinois High School Diploma.
13 (c) A school or school district may deny enrollment to a
14 student 17 years of age or older for one semester for failure
15 to meet minimum attendance standards if all of the following
16 conditions are met:
17 (1) The student was absent without valid cause for 20%
18 or more of the attendance days in the semester immediately
19 prior to the current semester.
20 (2) The student and the student's parent or guardian
21 are given written notice warning that the student is
22 subject to denial from enrollment for one semester unless
23 the student is absent without valid cause less than 20% of
24 the attendance days in the current semester.
25 (3) The student's parent or guardian is provided with
26 the right to appeal the notice, as determined by the State
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1 Board of Education in accordance with due process.
2 (4) The student is provided with attendance
3 remediation services, including without limitation
4 assessment, counseling, and support services.
5 (5) The student is absent without valid cause for 20%
6 or more of the attendance days in the current semester.
7 A school or school district may not deny enrollment to a
8 student (or reenrollment to a dropout) who is at least 17 years
9 of age or older but below 19 years for more than one
10 consecutive semester for failure to meet attendance standards.
11 (d) No child may be denied reenrollment under this Section
12 in violation of the federal Individuals with Disabilities
13 Education Act or the Americans with Disabilities Act.
14 (e) In this subsection (e), "reenrolled student" means a
15 dropout who has reenrolled full-time in a public school. Each
16 school district shall identify, track, and report on the
17 educational progress and outcomes of reenrolled students as a
18 subset of the district's required reporting on all
19 enrollments. A reenrolled student who again drops out must not
20 be counted again against a district's dropout rate performance
21 measure. The State Board of Education shall set performance
22 standards for programs serving reenrolled students.
23 (f) The State Board of Education shall adopt any rules
24 necessary to implement the changes to this Section made by
25 Public Act 93-803.
26 (Source: P.A. 102-981, eff. 1-1-23; 102-1100, eff. 1-1-23;
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1 103-154, eff. 6-30-23.)
2 (105 ILCS 5/27-22.2) (from Ch. 122, par. 27-22.2)
3 Sec. 27-22.2. Career and technical Vocational education
4 elective. Whenever the school board of any school district
5 which maintains grades 9 through 12 establishes a list of
6 courses from which secondary school students each must elect
7 at least one course, to be completed along with other course
8 requirements as a pre-requisite to receiving a high school
9 diploma, that school board must include on the list of such
10 elective courses at least one course in career and technical
11 vocational education.
12 (Source: P.A. 84-1334; 84-1438.)
13 (105 ILCS 5/34-8.05)
14 Sec. 34-8.05. Reporting firearms in schools. On or after
15 January 1, 1997, upon receipt of any written, electronic, or
16 verbal report from any school personnel regarding a verified
17 incident involving a firearm in a school or on school owned or
18 leased property, including any conveyance owned, leased, or
19 used by the school for the transport of students or school
20 personnel, the general superintendent or his or her designee
21 shall report all such firearm-related incidents occurring in a
22 school or on school property to (i) the local law enforcement
23 authorities no later than 24 hours after the occurrence of the
24 incident, (ii) and to the Illinois State Police in a form,
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1 manner, and frequency as prescribed by the Illinois State
2 Police, and (iii) the State Board of Education through
3 existing school incident data reporting systems by no later
4 than August 1 for the preceding school year.
5 The State Board of Education shall receive an annual
6 statistical compilation and related data associated with
7 incidents involving firearms in schools from the Illinois
8 State Police. As used in this Section, the term "firearm"
9 shall have the meaning ascribed to it in Section 1.1 of the
10 Firearm Owners Identification Card Act.
11 (Source: P.A. 102-538, eff. 8-20-21.)
12 Section 10. The School Safety Drill Act is amended by
13 changing Sections 45 and 50 as follows:
14 (105 ILCS 128/45)
15 Sec. 45. Threat assessment procedure.
16 (a) Each school district must implement a threat
17 assessment procedure that may be part of a school board policy
18 on targeted school violence prevention. The procedure must
19 include the creation of a threat assessment team. The team
20 must include at least one law enforcement official and
21 cross-disciplinary representatives of the district who are
22 most directly familiar with the mental and behavioral health
23 needs of students and staff. Such cross-disciplinary
24 representatives may include all of the following members:
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1 (1) An administrator employed by the school district
2 or a special education cooperative that serves the school
3 district and is available to serve.
4 (2) A teacher employed by the school district or a
5 special education cooperative that serves the school
6 district and is available to serve.
7 (3) A school counselor employed by the school district
8 or a special education cooperative that serves the school
9 district and is available to serve.
10 (4) A school psychologist employed by the school
11 district or a special education cooperative that serves
12 the school district and is available to serve.
13 (5) A school social worker employed by the school
14 district or a special education cooperative that serves
15 the school district and is available to serve.
16 (6) (Blank). At least one law enforcement official.
17 If a school district is unable to establish a threat
18 assessment team with school district staff and resources, it
19 may utilize a regional behavioral threat assessment and
20 intervention team that includes mental health professionals
21 and representatives from the State, county, and local law
22 enforcement agencies.
23 (b) A school district shall establish the threat
24 assessment team under this Section no later than 180 days
25 after August 23, 2019 (the effective date of Public Act
26 101-455) and must implement an initial threat assessment
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1 procedure no later than 120 days after August 23, 2019 (the
2 effective date of Public Act 101-455). Each year prior to the
3 start of the school year, the school board shall file the
4 threat assessment procedure and a list identifying the members
5 of the school district's threat assessment team or regional
6 behavior threat assessment and intervention team with (i) a
7 local law enforcement agency and (ii) the regional office of
8 education or, with respect to a school district organized
9 under Article 34 of the School Code, the State Board of
10 Education.
11 (b-5) A charter school operating under a charter issued by
12 a local board of education may adhere to the local board's
13 threat assessment procedure or may implement its own threat
14 assessment procedure in full compliance with the requirements
15 of this Section. The charter agreement shall specify in detail
16 how threat assessment procedures will be determined for the
17 charter school.
18 (b-10) A special education cooperative operating under a
19 joint agreement must implement its own threat assessment
20 procedure in full compliance with the requirements of this
21 Section, including the creation of a threat assessment team,
22 which may consist of individuals employed by the member
23 districts. The procedure must include actions the special
24 education cooperative will take in partnership with its member
25 districts to address a threat.
26 (c) Any sharing of student information under this Section
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1 must comply with the federal Family Educational Rights and
2 Privacy Act of 1974 and the Illinois School Student Records
3 Act.
4 (d) (Blank).
5 (Source: P.A. 102-791, eff. 5-13-22; 102-894, eff. 5-20-22;
6 103-154, eff. 6-30-23; 103-175, eff. 6-30-23.)
7 (105 ILCS 128/50)
8 Sec. 50. Crisis response mapping data grants.
9 (a) Subject to appropriation, a public school district, a
10 charter school, a special education cooperative or district,
11 an education for employment system, a State-approved area
12 career center, a public university laboratory school, the
13 Illinois Mathematics and Science Academy, the Department of
14 Juvenile Justice School District, a regional office of
15 education, the Illinois School for the Deaf, the Illinois
16 School for the Visually Impaired, the Philip J. Rock Center
17 and School, an early childhood or preschool program supported
18 by the Early Childhood Block Grant, or any other public school
19 entity designated by the State Board of Education by rule, may
20 apply to the State Board of Education or the State Board of
21 Education or the State Board's designee for a grant to obtain
22 crisis response mapping data and to provide copies of the
23 crisis response mapping data to appropriate local, county,
24 State, and federal first responders for use in response to
25 emergencies. The crisis response mapping data shall be stored
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1 and provided in an electronic or digital format to assist
2 first responders in responding to emergencies at the school.
3 (b) Subject to appropriation, including funding for any
4 administrative costs reasonably incurred by the State Board of
5 Education or the State Board's designee in the administration
6 of the grant program described by this Section, the State
7 Board shall provide grants to any entity in subsection (a)
8 upon approval of an application submitted by the entity to
9 cover the costs incurred in obtaining crisis response mapping
10 data under this Section. The grant application must include
11 crisis response mapping data for all schools under the
12 jurisdiction of the entity submitting the application,
13 including, in the case of a public school district, any
14 charter schools authorized by the school board for the school
15 district.
16 (c) To be eligible for a grant under this Section, the
17 crisis response mapping data must, at a minimum:
18 (1) be compatible and integrate into security software
19 platforms in use by the specific school for which the data
20 is provided without requiring local law enforcement
21 agencies or the school district to purchase additional
22 software or requiring the integration of third-party
23 software to view the data;
24 (2) be compatible with security software platforms in
25 use by the specific school for which the data is provided
26 without requiring local public safety agencies or the
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1 school district to purchase additional software or
2 requiring the integration of third-party software to view
3 the data;
4 (3) be capable of being provided in a printable
5 format;
6 (4) be verified for accuracy by an on-site
7 walk-through of the school building and grounds;
8 (5) be oriented to true north;
9 (6) be overlaid on current aerial imagery or plans of
10 the school building;
11 (7) contain site-specific labeling that matches the
12 structure of the school building, including room labels,
13 hallway names, and external door or stairwell numbers and
14 the location of hazards, critical utilities, key boxes,
15 automated external defibrillators, and trauma kits, and
16 that matches the school grounds, including parking areas,
17 athletic fields, surrounding roads, and neighboring
18 properties; and
19 (8) be overlaid with gridded x/y coordinates.
20 (d) Subject to appropriation, the crisis response mapping
21 data may be reviewed annually to update the data as necessary.
22 (e) Crisis response mapping data obtained pursuant to this
23 Section are confidential and exempt from disclosure under the
24 Freedom of Information Act.
25 (f) The State Board may adopt rules to implement the
26 provisions of this Section.
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1 (Source: P.A. 103-8, eff. 6-7-23.)
2 Section 15. The Vocational Education Act is amended by
3 changing Section 2.1 as follows:
4 (105 ILCS 435/2.1) (from Ch. 122, par. 697.1)
5 Sec. 2.1. Gender Equity Advisory Committee.
6 (a) The Superintendent of the State Board of Education
7 shall appoint a Gender Equity Advisory Committee consisting of
8 at least 9 members to advise and consult with the State Board
9 of Education and the State Board of Education's gender equity
10 liaison coordinator in all aspects relating to ensuring that
11 all students have equal educational opportunities to pursue
12 high wage, high skill, and in-demand occupations leading to
13 economic self-sufficiency.
14 (b) Membership shall include, without limitation, one
15 regional career and technical education system director with
16 experience in gender equity coordinator, 2 State Board of
17 Education employees, an appointee of the Director of Labor,
18 and 5 citizen appointees who have expertise in one or more of
19 the following areas: nontraditional training and placement,
20 service delivery to single parents, service delivery to
21 displaced homemakers, service delivery to female, male, and
22 nonbinary teens, service delivery to students of color,
23 service delivery to members of special populations, including,
24 but not limited to, individuals from economically
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1 disadvantaged families, English learners, individuals with
2 disabilities, individuals who are out of the workforce,
3 individuals experiencing homelessness, migrants, individuals
4 in foster care, and military students, business and industry
5 experience, and career and technical education
6 Education-to-Careers experience. Membership also may include
7 employees from the Department of Commerce and Economic
8 Opportunity, the Department of Human Services, and the
9 Illinois Community College Board who have expertise in one or
10 more of the areas listed in this subsection (b) for the citizen
11 appointees. Appointments shall be made taking into
12 consideration expertise of services provided in secondary,
13 postsecondary, and community-based community based programs.
14 (c) Members shall initially be appointed to one-year one
15 year terms commencing in January 1, 1990, and thereafter
,
16 until January 1, 2025,
to 2-year two year terms commencing on
17 January 1 of each odd numbered year. On January 1, 2025, the
18 term of each member who is in office on that date shall
19 terminate and members shall be appointed to new terms as
20 follows. The career and technical education system director
21 appointee, one State Board of Education appointee, the
22 appointee of the Director of Labor, and 2 citizen appointees,
23 as determined by the State Superintendent of Education, shall
24 initially be appointed to 3-year terms and thereafter to
25 2-year terms; the remaining members of the committee shall
26 initially and thereafter be appointed to 2-year terms; and all
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1 terms shall commence on January 1.
2
Vacancies shall be filled as prescribed in subsection (b)
3 for the remainder of the unexpired term.
4 (d) At the first meeting following the start of each
5 calendar year, the Each newly appointed committee shall elect
6 a Chair and Secretary from its members to serve until the first
7 meeting of the subsequent calendar year. Members shall serve
8 without compensation, but shall be reimbursed for expenses
9 incurred in the performance of their duties. The Committee
10 shall meet at least bi-annually and at other times at the call
11 of the Chair or at the request of the State Board of
12 Education's
gender equity liaison coordinator.
13 (e) On or before December 15, 2023, the Committee shall
14 submit recommendations to the Governor, General Assembly, and
15 State Board of Education regarding how school districts and
16 the State Board of Education can better support historically
17 disadvantaged males, including African American students and
18 other students of color, to ensure educational equity.
19 (f) On and after December 31, 2023, subsection (e) is
20 inoperative.
21 (Source: P.A. 102-863, eff. 1-1-23.)
22 Section 95. No acceleration or delay. Where this Act makes
23 changes in a statute that is represented in this Act by text
24 that is not yet or no longer in effect (for example, a Section
25 represented by multiple versions), the use of that text does
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1 not accelerate or delay the taking effect of (i) the changes
2 made by this Act or (ii) provisions derived from any other
3 Public Act.
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1 INDEX
2 Statutes amended in order of appearance
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1 INDEX
2 Statutes amended in order of appearance
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